Preparing IRA/CAEP Program Reports to Earn National Recognition

1. Preparing IRA/CAEPProgram Reports to Earn National Recognition Dr. Diane Kern, IRA SPA Coordinator CAEP Conference Fall, 2014

2. Agenda • Introductions • Overview of program report and IRA 2010 Standards for Reading Professionals • Requirements of the assessment system • IRA specific guidelines • Literacy coaching tips and coaching continuum • Sample report sections • Resources, Contacts and Q & A

3. Overview of program report • Institutions must provide evidence of meeting IRA standards based on 6-8 assessments (recommendation: 8 assessments). • Assessments and rubrics must align with the IRA 2010 Standards for all three roles of the reading specialist/literacy coach: • Interventionist/reading specialist • Literacy coach • Reading program supervisor/leader • Assessment system must build a case that all standards are met through utilizing the elements and potential sources of evidence = “preponderance of evidence”. • Program level assessments must be administered to all candidates and should span across the program.

4. Format: What Option?

5. IRA 2010 Standards for Reading Professionals • Foundational knowledge • Curriculum and instruction • Assessment and evaluation • Diversity • Literate environment • Professional learning and leadership

6. IRA specific guidelines • Program must incorporate an equivalent of 21-27 graduate semester hours in reading, literacy, language arts, and related courses. • Coursework must include a supervised practicum experience – typically the equivalent of 6 semester hours. • Supervision may include observations, conferences, audiotape or videotape review of lessons, etc. • Academic and practicum experiences must develop candidates for all three roles: interventionist, literacy coach, and literacy program leader

7. Literacy Coaching Tips • Coaching initiatives should include experiences in the program (such as the reading clinic) AND also opportunities to support teachers and/or paraprofessionals in authentic school settings. • Institutions should implement a developmentally appropriate continuum of coaching experiences across the program.

8. Coaching Activity: 3 Levels of Intensity (Bean, R.M., 2004)

9. Sections of the Program Report • Cover Sheet • Section I: Context • Section II: List of assessments (chart) • Section III: Relationship of assessments to standards (matrix) • Section IV: Evidence for meeting standards (attached files using CAEP required format) • Section V: Use of assessment results to improve program (narrative) • Section VI: For revised reports or response to conditions reports only

10. Section I: Context Narrative or attachments, including the following: • Any state or institutional policies that influence your program? • Describe supervised clinical/practicum and other experiences • Attach program of study • Table with three years of data on candidates enrolled in the program; separate if multiple sites • Faculty information

11. Section II: List of Assessments

12. Section III: Matrix

13. Section IV: Sample Assessments #1 & #2Content Knowledge • Licensure exams or professional examinations of content knowledge (must be #1 if required by state, institutions must report results) • Comprehensive Examinations • Research Reports • Child Studies/Action Research • Portfolio Tasks (that all candidates perform) • Evidence Base for Professional Development Initiatives

14. Sample Assessment #3Ability to plan instruction • Developing lesson plans and units of study • Selecting, using, and evaluating assessment tools • Selecting, using, and evaluating curriculum, instructional techniques, and appropriate materials • Establishing and evaluating literate environment • Designing and implementing instruction • Portfolio tasks • Literacy coaching components utilizing assessments above

15. Sample Assessment #4Assessment of internship, practicum, clinical experience • Reflective practitioner observation protocol • Coaching cycle observation, reflection and evaluation by supervisor • Final school report, parent conference • Analysis of video segment with peer review, coaching and supervisor feedback • Practicum portfolio

16. Sample Assessment #5Impact on Student Learning • Case studies • Action research with a pretest-posttest design • Analyzing student work samples • Designing and implementing instruction and/or intervention • Portfolio tasks • Literacy coaching and leadership experiences utilizing assessments above

17. Sample Assessments #6, 7 & 8Additional Assessments Eight assessments are strongly recommended, although only six are required Diversity, technology, creating literate environment, coaching and leadership experiences are typical areas to further develop • Diagnostic portfolio for diverse learners at the elementary and secondary levels • Three levels of literacy coaching in the clinic and in school settings • Data reports for whole school reading program and Report Night • Supporting teachers to select and evaluate materials and instructional methods to meet • Professional development series, book study leadership

18. Section IV: Evidence for Meeting Standards Two-page narrative of each assessment includes: • Brief description of assessment and its use in the program • Description of how assessment aligns with IRA standards • Brief analysis of data findings • Interpretation of how data provide evidence for meeting specific standards by IRA standard number, title, and/or wording. 2) One attachment for each assessment, which includes the assessment tool itself (the detailed directions given to candidates), scoring guide/rubric, and data table disaggregated by TWO applications (and if multiple sites, by each site)

19. Section V: Assessments/data to inform program improvement • Narrative with no more than 12,000 characters • Summarize principal findings from the assessment results, faculty interpretation of data, and how candidate performance informs plans to strengthen the program • Organized by three headings: • Content knowledge • Professional and pedagogical knowledge, skills and dispositions • Impact on P-12 student learning

20. Section VI: For Revised programs only • Response to conditions narrative—Organized by the conditions—what changes did you make? Only one application of data required • Revised reports narrative: Describe changes or additions have been made to address the IRA Standards • TIP—Even if IRA did not specifically ask for something, you can include any (all!) sections of the program report to make your case to earn national recognition.

21. Resources • Fall IRA/CAEP Workshops and Individual 30 min. Consultation at Association of Literacy Educators and Researchers (ALER) annual meeting (Sat., Nov. 1, 2014—Delray Beach, FL) • Spring/Summer IRA/CAEP Workshops and Individual30 min. Consultation at International Reading Association (IRA) annual meeting (Fri., July 17, 2015—St. Louis, MO) • IRA Research Division, Accreditation website http://www.reading.org/Resources/ProfessionalDevelopment/Accreditation.aspx

22. Resources, cont. • CAEP (NCATE) SPA Library http://www.ncate.org/Accreditation/ProgramReview/ProgramReviewResources/SPAAssessmentLibrary/tabid/460/Default.aspx • IRA CAEP Guidelines for Program Writers and Reviewers http://www.reading.org/Libraries/resources/ira-guidelines-for-program-writers-and-reviewers.pdf • Consultation with member of IRA Audit Team when much support is needed; contracted service with IRA, either on-site or email/telephone

23. Q & AContacts IRA and CAEP want your program to align to IRA Standards, to prepare 21st century reading specialists/literacy coaches, and to be Nationally Recognized! Dr. Diane Kern, IRA SPA Coordinator: dkern@reading.org Elizabeth Vilky, CAEP, Director of Program Review elizabeth.vilky@caepnet.org Dr. Stevie Chepko, CAEP, Senior Vice President, Accreditation stevie.chepko@caepnet.org CAEP telephone: 202-223-0077